This study presents the design, construction and testing of an Outdoor Gas Emission Sampling (OGES) System capable of gas sampling and calorimetry in outdoor conditions with wind. In large-scale, outdoor fire tests, wind-driven emission plumes present a challenge in heat release rate quantification because the emission plume rises upward at an angle. A new gas sampling system with a flexible hood design and smaller control volume has been designed and tested. Bulk flow rate, oxygen, carbon dioxide, and carbon monoxide concentrations are measured for heat release rate calculations. Two stages of experimentation are described. Experiments at intermediate-scale (indoor only) that were conducted to evaluate the performance of a smaller control volume for measurements, and large-scale (indoor and outdoor) experiments, to demonstrate feasibility in realistic field conditions as well as the new flexible hood design. Experiments show that the OGES system is capable of calculating the heat release rate of pool fires with an accuracy of 23% using oxygen consumption (OC) and carbon dioxide generation (CDG) methods. Further improvements of the OGES system for outdoor field deployment are also discussed.

Create an INSIDE environment in relation to an OUTSIDE space.What gives the feeling of being inside and what outside? How much is needed in order to make an open environment close?The aim is to design a space divider for outdoor spaces. A textile flexible surface made not only for separation but also meant to be used as wind shelter, sunshades or as space organizer during happenings.From this concept to two different textile expressions and solutions: a 3 layers curtain where the juxtaposition of layers creates different atmospheres and transparencies and a one piece cutout divider, which creates spaces.‘A project which explores the relationship between architecture and the textiles solutions in outside environments, where the rigidity of architectonic shapes meets fabrics soft expressions.’ / Program: Konstnärligt masterprogram i mode- och textildesign

This study was concerned with the investigation of both the leisure orientation and the outdoor recreation participation of two samples of Utah residents. One sample consisted in part of Professional, Manager and Laborer nonfarm respondents. The other sample consisted of farm respondents, who were both full and part-time farmers. The part-time farmers also held other full-time Professional, Manager and Laborer occupations. The author had three major objectives in this study: (1) to examine the leisure orientation of the respondents from an occupational perspective; (2) to examine the participation in outdoor recreation activities from an occupational perspective; and (3) to examine the enjoyment level of the outdoor recreation activity also from an occupational perspective. Four hypotheses were formed. These were: (1) nonfarm respondents will be more leisure oriented than farm respondents; (2) nonfarm Professionals will have high participation rates in outdoor recreation activities; (3) nonfarm Managers will have high participation rates in outdoor recreation activities; and (4) nonfarm Laborers will have low participation rates in outdoor recreation activities . Leisure orientation was measured by a modified Burdge leisure orientation scale. The citations for validity and reliability of the scale are indicated in the study. The measures of outdoor recreation participation in various activities and the level of enjoyment of the activity are defined operationally. Two of the four hypotheses were supported by the data. The first hypothesis was supported that nonfarm respondents will be more leisure oriented than farm respondents. A mean score of 20.6 was found for the nonfarm respondents and a mean score of 18.6 was found for the farm respondents. The second and third hypotheses were not supported by the data. That is, the nonfarm Professional and Manager were not found to have "high" participation rates in outdoor recreation activities as defined operationally. The fourth hypothesis was found to be supported, with the nonfarm Laborers having "low" outdoor recreation participation rates as defined operationally.

Museum techniques of presentation are reviewed for the possibility of use in contemporary botanic gardens. Supporting evidence suggests that these techniques are being successfully applied in some botanic gardens around the world. Institutions that have adopted museum techniques have been found to operate efficiently, whilst providing increased levels of enjoyment and education for visitors. Cultural differences between various countries have small influences on the most effective presentation techniques used, but further local research is required to uncover visitor preferences and use patterns in Australian botanic gardens. General principles of design that work well in the indoor environments of international musuems apply well in the outdoor environments of botanic gardens. Therefore greater use should be made of existing international museum research into visitor patterns of behaviour where it is locally appropriate.

<p>Humans are currently living in a way that profoundly affects the planet, and the lives of future generations. Our value system promotes economic gain over environmental health. We are taking more than we are giving back, stretching beyond the limits of sustainability. Earth cannot sustain the current human lifestyle under these conditions. This is paired with the fact that the current system of education focuses on producing economically productive individuals instead of environmentally and socially aware persons who carefully consider the impacts of their actions. This study examines the capacity for “ecological living” to use outdoor education as a tool for changing the present human way of life. Thirty three ecological farms responded to a questionnaire examining the importance each placed on current vs. alternative values. The respondents also answered questions displaying the relationship between life on their farms and the key components of outdoor education. Results show a positive opportunity exists for using ecological farms and the ecological lifestyle to promote a change in way of life. The results also exhibit a high level of connection between the ideals of outdoor education and the activities that are part of life on an ecological farm. This suggests that by specifically tailoring ecological farms to be educational institutions, a further change in way of life could be expanded. The ecological lifestyle shows potential to educate people in greater awareness of others and the environment, thereby decreasing the human impact on earth and creating an opportunity for future generations.</p>

<p>Lot’s of reasons are showing that outdoor life has a positive influence on the general publics health and studies are confirming this theory. On the other hand there are a few amount of Swedish science project’s regarding outdoor life. The aim of this study was to examine how people feel that their health influences by outdoor life. A qualitative content analysis was chosen and interviews was made with eleven individuals with outdoor experience. The main theme of the results showed that outdoor life creates well-being for the body and soul. The combination of challenge for the body and peace for the soul was the outdoor life’s biggest health benefit. Outdoor life gives a variety of physical activities, where everybody can take part and where it still doesn’t feel like exercise. Outdoor life gives personal growth, through both giving physical and mental challenges and also cooperative knowledge. Outdoor life gives harmony and ability to cope with stress in a natural environment. Recommendations of reviewed science shows how outdoor life practically can be used to promote health and also investigate what is needed to get the general public to choose outdoor life to promote health.</p>

Lot’s of reasons are showing that outdoor life has a positive influence on the general publics health and studies are confirming this theory. On the other hand there are a few amount of Swedish science project’s regarding outdoor life. The aim of this study was to examine how people feel that their health influences by outdoor life. A qualitative content analysis was chosen and interviews was made with eleven individuals with outdoor experience. The main theme of the results showed that outdoor life creates well-being for the body and soul. The combination of challenge for the body and peace for the soul was the outdoor life’s biggest health benefit. Outdoor life gives a variety of physical activities, where everybody can take part and where it still doesn’t feel like exercise. Outdoor life gives personal growth, through both giving physical and mental challenges and also cooperative knowledge. Outdoor life gives harmony and ability to cope with stress in a natural environment. Recommendations of reviewed science shows how outdoor life practically can be used to promote health and also investigate what is needed to get the general public to choose outdoor life to promote health.

Humans are currently living in a way that profoundly affects the planet, and the lives of future generations. Our value system promotes economic gain over environmental health. We are taking more than we are giving back, stretching beyond the limits of sustainability. Earth cannot sustain the current human lifestyle under these conditions. This is paired with the fact that the current system of education focuses on producing economically productive individuals instead of environmentally and socially aware persons who carefully consider the impacts of their actions. This study examines the capacity for “ecological living” to use outdoor education as a tool for changing the present human way of life. Thirty three ecological farms responded to a questionnaire examining the importance each placed on current vs. alternative values. The respondents also answered questions displaying the relationship between life on their farms and the key components of outdoor education. Results show a positive opportunity exists for using ecological farms and the ecological lifestyle to promote a change in way of life. The results also exhibit a high level of connection between the ideals of outdoor education and the activities that are part of life on an ecological farm. This suggests that by specifically tailoring ecological farms to be educational institutions, a further change in way of life could be expanded. The ecological lifestyle shows potential to educate people in greater awareness of others and the environment, thereby decreasing the human impact on earth and creating an opportunity for future generations.

Bakgrund: Utomhuspedagogik syftar till lärande i samverkan mellan upplevelse ochreflektion utifrån konkreta erfarenheter i verkliga situationer. Det är ett handlingsriktatlärande utomhus där teori och praktik kopplas samman i ett erfarenhetsbaserat lärande,vilket leder till djupare kunskaper. Utomhuspedagogik är ett komplement till traditionellundervisning där eleverna lär med hela kroppen och fler sinnen. Pedagoger medutbildning i utomhuspedagogik ser skillnader mellan traditionellt lärande ochutomhuspedagogik. Ämnen som oftast undervisas utomhus är språk och matematik.Närheten till bra utemiljö är nödvändig för att lämna skolgården. Syfte: Undersöka hurskolans närmiljö påverkar pedagogers syn på utomhuspedagogik och användandet avnärmiljön? Metod: Studien bygger på kvalitativa enkäter som är genomförda iförskoleklasser på två skolor, den ena skolan är placerad i stadsmiljö och den andra ärbelägen nära naturmiljö. Enkäterna har besvarats av tio pedagoger, varav åtta deltog frånden naturnära skolan och två från den stadsnära. Resultat: Det finns tydliga skillnadermellan skolorna när det gäller synen på utomhuspedagogik, den naturnära skolan harbredare kunskaper om utomhuspedagogik. Den naturnära skolan ser fler möjligheter förlärandet utomhus och undervisar i fler ämnen utomhus än den stadsnära skolan. Bådaskolorna har lektioner i matematik, språk och idrott utomhus, dessutom tar leken en stordel av utepassen. Slutsats: Närmiljön påverkar de olika skolornas sätt att arbeta utomhus.Goda förutsättningar och närhet till naturmiljö ökar intresset och kunskaperna iutomhuspedagogik.

This thesis considers outdoor education as a pedagogical approach which enables students to explore the natural world and learn its value when guided by an adult, be they teacher or community member. In order to provide a full account of this distinctive pedagogy, the thesis critically examines three approaches to outdoor education: a discipline-based approach used in a course on phenology at Capital Normal University in Beijing; a multidisciplinary approach currently utilized at the Outdoor School in Saskatoon; and a place-based approach as exemplified in the CO-SEED project (Community-Based School Environmental Education project) in the United States. The theoretical framework used throughout the thesis is the philosophy of education of Alfred North Whitehead coupled with concepts from his philosophy of organism. It is within this framework that each approach is interpreted and its strengths and weaknesses explained.<p> Based on consideration of the three examples and on an analysis of the literature concerning outdoor education, I argue that outdoor education is not fully recognized by educators as a way for students to learn to appreciate their connection with nature. The educational value of outdoor education has yet to be acknowledged, and as a result students with little or no regular outdoor experience tend to feel alienated from nature, and are losing any sense of connectedness and rootedness to the places where they live. By way of contrast, outdoor education has the potential to restore students appreciation of nature.<p> I propose that a place-based approach to outdoor education is the most inclusive and adequate of the three approaches. At the same time, this approach would benefit from a full understanding and integration of Whiteheads key concepts of the rhythmic cycles of growth, internal relations, wisdom, value, and the art of life. Together they would strengthen place-based education, making it an effective approach to outdoor education.